Google Expedition-039 by K. W. Barrett is licenced to use Creative Commons CC BY 2.0
Hello, dear readers! Today we're exploring AR and VR. Augmented Reality (AR) overlays digital contents onto the real world with 3D models and graphics, while Virtual Reality (VR) immerses you in a fully digital environment through different kinds of headsets. For example, AR/VR headsets like "Apple Vision Pro" and "Meta Quest 3" are some new examples to discover newly-launched products. (You can find more information on my blog.)
In language education, AR/VR offers benefits such as experiential learning, thus secure training environments, and personalized scenarios for different educational contexts for students. However, drawbacks include the high cost and limited availability of tools, especially in Turkey. Other difficult issues are motion sickness, isolation and social disconnection from the real classroom environment.
Our task was a very fun and explorative one for me. With my friends, Alperen and Abdurrahman, we created an introduction content for Copenhagen, focusing on Nyhavn, Tivoli Gardens, Frederiksborg National Museum and the Distortion Music Festival, inspired by our friend Abdurrahman's Erasmus+ experience. First, we looked for 360-degree videos on Youtube, certain locations on Google Maps and an interactive content of the museum. Then, we added pictures and short descriptions of the locations. Lastly, we asked a couple of thought-provoking questions for the students. For the homework project, we wanted our students to imagine themselves as influencers and introduce a new location to their followers by creating a poster and posting it on their Instagram account. We used Youtube, Canva and QR Code Generator to generate the QR codes.
I think I didn't struggle with this assignment as I improved my necessary skills, but one aspect that we needed to improve was our homework, so we enhanced it to be more authentic for the students.
AR and VR have the potential to be very helpful for language acquisition in the future. Learners will be capable of building language learning experiences that simulate real-world speaking and listening settings as these technologies become more reasonably priced and prevalent. Learners' general language abilities will develop as a result of practising in genuine situations.
Here is the link of our work and
The ASSURE-based model for the lesson
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